Kent State University Dr. Pamela Luft Lindsey Cecala and Amy Massey-Norton OSERS Funded Grant Project

1. Kent State UniversityDr. Pamela LuftLindsey Cecala and Amy Massey-NortonOSERS Funded Grant Project Research-Based Instructional Units on IEP Participation and Vocational Training and Work Skills Feb 2007 Transition Service Preparation & Training

2. No Child Left Behind Act of 2001 (NCLBA) Places pressure to schools Must document student’s educational progress State Benchmarks Vague in outcomes Overwhelming in number Academic Standards Difficult to organize Hard to place into coherent and relevant instruction Why use Research based methods? • Feb 2007 Transition Service Preparation & Training

3. Research Based Practices • Wiggins & McTighe: Understanding by Design (2005) • Martin and Marshall: Self Determined IEP Program (1998) • Donn Brolin: Life Centered Career Education Series (1997) • Kohler: Factors Leading to Positive Transition Outcomes. (1993) • Benz, Lindstrom, and Yovanoff: Improving Student’s Transition Outcome (2000) Feb 2007 Transition Service Preparation & Training

4. 4 Key Factors • Vocational training • Participation in vocational education classes • Participation in paid work experiences • Participation in transition planning Career Development Units IEP Unit Feb 2007 Transition Service Preparation & Training

5. Understanding by Design • Wiggins & McTighe (2005) • Develops a cohesive, authentic, and relevant instructional units • Hooks the students by using life-long and enduring issues • Begin with goals identified from state standards. Feb 2007 Transition Service Preparation & Training

6. Implementing the Research • Teachers don't have trainingin career areas • Implement work experience into the curriculum • Many DHH students need knowledgeable services from deaf ed teachers • Vocational/work experience teachers don't understand the issues of deafness • Two Comprehensive Units For Teachers • Career Development • IEP Participation Feb 2007 Transition Service Preparation & Training

7. Life Centered Career Education (LCCE) series • Developed by Donn Brolin • Organized within three domains • Daily Living Skills (preparing meals, washing clothes, getting around the community, etc) • Personal-Social Skills (maintaining relationships, expressing feelings of self worth, etc) • Occupational Guidance and Preparation (making realistic occupational choices, searching and applying for a job, interviewing, etc) Feb 2007 Transition Service Preparation & Training

8. Career Development Series • Developed by Brolin in 1997 • The 4 units, using Brolin’s stages are:: 1)Career Awareness (elementary/middle school) 2)Career Exploration (middle school) 3)Career Preparation (high school) 4)Career Assimilation (high school) • Each unit builds off information provided in the previous units Feb 2007 Transition Service Preparation & Training

9. Tips for Teachers Sample from the Career Awareness Unit • Setting Up a Career Awareness Program • Contact other work study or transition coordinators who may also be setting up work sites or visitations. Piggy-back and share responsibilities for sites and transportation arrangements when possible. • Combine site visits with short presentations from people in the community—have them bring in slides, videos, and materials when they present. Use these to supplement, extend, or expand the site visits. • Try to cover the major career categories in your site visits and classroom presentations; also use guest speakers, videos, etc. to expand students’ exposure to the breadth of careers across each category. • Let the students choose, when possible, the people and sites they will learn about; for example choose among 2-3 possibilities (this builds engagement and motivation). • Have students become involved in the site visitations and guest speakers by writing invitations and helping to make arrangements, as is appropriate (at times accompanied by a letter of explanation from the teacher); do things that help involve the students in what will be their future career decision! Feb 2007 Transition Service Preparation & Training

10. Sample from the Career Assimilation Unit Key Learnings (A synthesis of Career Assimilation goals.) • Maintaining a job by meeting job requirements and meeting personal needs and preferences (Minn Work Adjustment Theory: job satisfaction and job satisfactoriness) • Adjusting to the work culture, work expectations and conditions, and changes over time • Problem solving, OJT, use of employment resources, participation in work-related activities • Meeting personal needs and preferences through work, and adjusting as these change over time • Problem solving, use of community and personal resources Feb 2007 Transition Service Preparation & Training

11. 1. Tell everyone the reason for the meeting. 2. Introduce everyone sitting at the table: 3. Talk about the goals set for you in the past. 4. Talk about why you were (or were not) able to finish the goals. 5. Describe your transition goals and school goals for this year. 6. Remember—ask questions when you don’t understand Participation in TransitionPlanning 11 Steps of a Self-Determined IEP Feb 2007 Transition Service Preparation & Training

12. Participation in TransitionPlanning cont. 7. If someone has a different opinion: Listen to their idea, and explain maturely and professionally why you want to do something else, and why this supports your goals 8. Tell everyone what you need from them so that you can finish your new goals. 9. Discuss/review your new goals again so that everyone understands the same way. 10. Thank everyone for coming to your meeting. 11. After the meeting, work with your teachers all year so that you can finish your goals. Feb 2007 Transition Service Preparation & Training

13. For more information on: • Middle school and High School instructional units developed using Understanding by Design format • Career Development Units • LCCE activities corresponding with content standards Visit the Transition Services Website: http://www.educ.kent.edu/fundedprojects/TSPT/units/units.htm